Meklēšana

of Latvia, dedicating particular attention to ensuring affordable and fair access for all. 9.2. To advance scientific research, to improve the technological capabilities of industrial sectors in all countries, and especially in developing countries, promoting innovation, and by 2030 significantly increasing the number of people employed in the field of research and development. To ensure public and private spending on research and development. 9.3. To support domestic technology development, research and innovation in developing countries, including by providing a favourable policy environment for industrial diversification and increased value-added of goods. Activities conducted by Student Business Incubator are constantly taking place at UL, fostering new technologies and innovative solutions. Student business opportunity festival “ICEBREAKERS” organized by the UL Student Business Incubator 9.4. To significantly increase access to information and communication technologies and aim

All International students must have a life and health insurance : 1) For EU citizen –at least European Health Insurance Card (EHIC) 2) For non EU citizens – life and health insurance policy which is valid in Latvia and in all Schengen countries and which ensures at least the following health care services: emergency medical assistance costs; treatment costs of growing chronic illness; transport costs to the closest medical facility providing the Services mentioned above; transportation costs to return the patient to his/her home country in the case of a serious illness or death. The minimum limit of insurer's risk of own account indicated in the policy should not beless than 42 600 EUR. The insurance policy shall be valid for a period not less than student’s residence permit validity in Latvia. If the validity date of the policy expires during student’s stay in Latvia, the existing policy shall be extended or a new policy shall be purchased. Non EU citizens can

are thought to have begun during the gymnasium – in the summer of 1932 he received a passport for international travel. According to letters written by K.Hagen, he continued his education abroad. From May 1936 to August 1937 he studied in Berlin, then from September 1937 to 1938 he attended the Academy of Fine Arts in Vienna and obtained a diploma in acting. After graduating from the academy, he established a successful career as an actor and journalist. He worked at the Vienna Burgtheater and the Vienna Chamber Theatre. Since Hagenhad no children himself, he decided to bequeath the funds to Latvian students to promote their study opportunities in Germany. He wrote in his letters that he considered Latvia to be his homeland. On 25 March 1999, KurtHagenin his will bequeathed all the assets he had acquired in his life to the UL in order to support gifted students’ exchange programmes to attend universities in Germany. On 6 October 2008, the "Kurt Hagen – Stiftung bei der Universitaet Riga

In order to improve students' interest in the learning process, engaging and interesting tools are needed, especially in the current situation, when distance learning is becoming more and more relevant. MindCave is developing support tools for the self-learning process. Pupils are offered tests that test their knowledge in previous years' centralized exams - mathematics, English and Latvian. For its part, MindCave offers teachers materials that will be useful in promoting the learning process. "Our priority is education. Our goal is to promote interest in the education sector, as well as to develop logical thinking in a convenient and fun way for people of all ages, ”emphasizes Santa Bartušēvica, a member of the Business Incubator of the University of Latvia (UoL). How did you come up with the idea for such a tool? As we are students ourselves and actively involved in issues related to education, we definitely knew that we would like to develop our business idea in this direction

To outline the framework of the researched topic, we invited researchers and students of humanities and social sciences whose interests include the history of the branches of science related to the ethnography, daily life, or artistic developments during the Soviet occupation period, to the conference section "Ethnographer, Society, Art: 1940–1990" by submitting reports related to any of the following topics: The political, administrative and legal regulation affecting the development of the field of ethnography; Creation of ethnological knowledge and its use for the purposes of Soviet ideology; Ethnological knowledge as a resource for strengthening national identity under colonialism; Points of contact between ethnography, archaeology, folkloristics, and other fields of science during the Soviet occupation period; The symbiosis of ethnographic cultural heritage and art; Ethnographic cultural heritage and its use in education during the Soviet occupation period

Seminar for University Physics Education Practitioners in the framework of the 82st International Scientific Conference of the University of Latvia The working language of the seminar is English. Agenda: Opportunities and challenges of introducing high-school students to modern physics: lessons learned from particle physics. Jeff Wiener,CERN, Switzerland . Video Interdisciplinary work around maths and physics in the secondary and tertiary crossover point. Matthew Verdon Australian Science and Mathematics School, Australia. Video Cultivating Expert Learners, Not Just Expert Knowers.Emily Quinty The University of Colorado Boulder, United States. Video On the singularities of point dipoles. Janis Priede, Sandris Lacis University of Latvia, Latvia. High School Advanced Course Physics II at University - first year experience and conclusions. Juris Blūms Riga Technical University, Latvia. Video Tinkercad as an assistant for learning the essentials

A course is designed to develop student’s understanding and purposeful use of systems thinking, providing them with unified theoretical basis of SYSTEMS THEORY as well as with practical experience of systems approach. There are three main parts of the course. * Part 1 – SYSTEMIC ORGANIZATION OF THINKING. World and human: systemic reflection of world by human within his/her consciousness. World as the set of manifold phenomena or changing bodies, where human is one of them. Universal cycle of human’s action - cognition, consideration, behaviour. Spirit as information and processing of information as the basis of human’s spiritual activity. World of thoughts as ordered set of coded observed phenomena. * Part 2 - FUNDAMENTALS of SYSTEMS THEORY. Main concepts and relationships, scientific research of systems - factology and causality. Concepts of space, time and interaction as universal basis for establishing fact - cause relationships. Typical structures of systems (mind maps

A course is designed to develop student’s understanding and purposeful use of systems thinking, providing them with unified theoretical basis of SYSTEMS THEORY as well as with practical experience of systems approach. There are three main parts of the course. * Part 1 – SYSTEMIC ORGANIZATION OF THINKING. World and human: systemic reflection of world by human within his/her consciousness. World as the set of manifold phenomena or changing bodies, where human is one of them. Universal cycle of human’s action - cognition, consideration, behaviour. Spirit as information and processing of information as the basis of human’s spiritual activity. World of thoughts as ordered set of coded observed phenomena. * Part 2 - FUNDAMENTALS of SYSTEMS THEORY. Main concepts and relationships, scientific research of systems - factology and causality. Concepts of space, time and interaction as universal basis for establishing fact - cause relationships. Typical structures of systems (mind maps

An organization (1993) that unites the graduate members of corporation to promote their contribution to the flourishing of "Lettonia"both in Latvia and abroad. Its members, in the spirit of traditions developed throughout existence of "Lettonia", support students morally and materially, and further their education, also dedicating their efforts to promotion of national, cultural and statehood ideas. Support The first scholarships funded by the association were awarded in 2008, for the duration of one semester. In the 2008/2009 academicyear, three scholarships (EUR 535 each) were awarded to Ivo Brūvers and Māris Veismanis. In the 2009/2010 academicyear, three scholarships (EUR 535 each) were awarded to Dāvis Drēziņš, Kristaps Ozoliņšand Arvils Zeltiņš. In the 2010/2011 academicyear, three scholarships funded by the association (EUR 535 each) were awarded to Aigars Lavrinovičs, Artūrs Špaks and Mārtiņš Sarma. In the 2011/2012 academicyear, two scholarships (EUR 535 each) were

Speaker: Henrik Florén from RISE, one of CAMART2 project partners. Speaking at the scientific workshop of ISSP UL Doctoral School “Functional Materials and Nanotechnologies”. Introduction – The day in a context History of ISSP UL & ISSP’s UL vision. Where do we want to go, and what will it take? (Anatoljis + Henrik) On applied research, and collaborative research as a specific approach – What is it and how does it relate to basic research? Andris Āzens: Scientists working with industry: Why and how – A subjective view from Latvia Moving from basic research to applied/collaborative research – Why? (15 min) What is the value for the students and firms? WIIFY? Guntis Mārciņš, GroGlass: Thoughts about and experiences from collaborating with the institute from an industry perspective How to make collaboration with industry work? 2&2: Brain-storming activity on possible challenges (in groups of two): “What are the possible challenges when doing